Elementary Art Syllabus

Welcome to Mrs. Radke’s Art Class!

I look forward to a great year in which your child will have many opportunities to explore different art mediums, as well as, explore art processes, art history, and various cultures.

Materials

Materials that we might be using include watercolor, acrylic paint, tempera paint, adhesives, drawing pencils,

colored pencils, oil pastels, pastels, and more.

* Please do not send your child to school in new or white clothes on days that he or she has art.*

Greenville County Visual Art Curriculum

Throughout the year, the students will be involved in art lessons which are aligned with the Greenville County School System Curriculum and the South Carolina State Visual Arts Standards. Lessons will cover the following standards, and will develop the students’ ability to identify and use the Elements and Principles of Art in their work.

Artistic Processes:

Creating - I can make artwork using a variety of materials, techniques, and processes.

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Presenting - I can choose and organize work that demonstrates related concepts, skills, and/or media.

Anchor Standard 3: I can improve and complete artistic work using elements and principles.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

Responding - I can evaluate and communicate about the meaning in my artwork and the artwork of others.

Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.

Connecting - I can relate artistic ideas and work with personal meaning and external context.

Anchor Standard 6: I can identify and examine the role of visual arts through history and world cultures.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers

Elements and Principles of Art:

Line - Shape - Color - Texture - Value - Form - Space

Balance - Unity - Variety - Emphasis - Movement - Repetition - Proportion and Scale

South Carolina Visual Arts Standards

Creating Works of Visual Art

Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.

Using Structures and Functions

Standard 2: The student will use composition and the elements and principles of design to communicate ideas.

Exploring Content

Standard 3: The student will examine the content of works of visual art and use elements from them to create his or her own works.

History and Culture

Standard 4: The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used by artists.

Interpreting Works of Visual Art

Standard 5: The student will analyze and assess the characteristics and qualities if his or her works of visual art and those of others.

Making Connections

Standard 6: The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.

Overarching Goals across all elementary grade levels

Observe all art room rules and safety rules.

Demonstrate respect for art materials and tools.

Demonstrate caring for and cleaning art materials and tools.

Demonstrate respect for classmates and instructors.

Kindergarten

*Create artwork about their lives including self-portraits and family portraits.

*Create artwork using the following techniques: drawing, painting, cutting, pasting, folding, and modeling.

*Manipulate clay to create a pinch pot.

*Identify a variety of lines and line qualities: straight, wavy, zigzag, thick, thin, zigzag, long and short.

*Identify shapes: circles, squares, rectangles, ovals, and triangles.

*Identify and name colors (red, blue, yellow. green, orange, violet, brown, black, white, and gray)

*Identify primary and secondary colors.

First Grade

*Create original imagery from observation to convey meaning in artwork.

*Identify and use primary and secondary colors in their artwork.

*Use organic and geometric shapes.

*Identify different artists and their art form.

*Identify symmetrical balance in art and nature.

*Use self, family, and pets as subjects for an inspirational for an art work.

*Recognize two-dimensional shapes and three-dimensional forms.

*Create visual textures using basic drawing, painting, and sculpture tools.

*Use own ideas and feelings when creating art work.

*Identify patterns as repeated line, shapes, and color and use pattern in art work.

Second Grade

*Identify and explain the difference between geometric and organic shapes.

*Create a drawing of familiar scenes from their life.

*Mix and use primary and secondary colors in their artwork.

*Identify and use warm and cool colors to create mood in a painting.

*Demonstrate simple printmaking.

*Create a collage using various art materials.

*Create an original printed design using found objects and tempera paint.

*Identify and be able to use vertical, horizontal, and diagonal lines.

*Identify still-life, portrait, and landscape works of art.

*Identify and use three-dimensional forms (cube, pyramid, cylinder, sphere, and cone).

*Demonstrate that lines can connect to form a shape.

Third Grade

*Depict self and family in real and imaginary situations with increasing detail.

*Identify and use the following ceramic techniques: coil construction, pinch and slab, addition, smoothing, and combined forms.

*Identify and discuss the elements and principles of design in a work of art and in their own work.

*Identify and use intermediate colors in a work of art.

*Recognize composition is using the elements of art to create artwork.

*Use positive and negative space in an artwork.

*Determine connections between South Carolina social studies and South Carolina artists.

*Identify and use middle ground, foreground, and background in two dimensional artwork.

*Learn to self-critique artwork and listen to responses of others.

* Work from observation and from imagination to create artwork.

*Identify and mix tints and shades in a work of art.

Fourth Grade

*Identify and use the following drawing skills and techniques: developmentally appropriate instruction in contour line, rendering, sketching, value, and shading.

*Identify and use the following painting media: tempera, watercolor, watercolor crayons.

*Identify and use the following painting processes: wet-on-wet, dry brush, resist, sponge, and salt.

*Demonstrate that objects can be broken down into basic forms.

*Discuss and/or write about their artwork and the work of others.

*Identify and use variety, repletion, and unity in a work of art.

*Identify and use radial symmetry as a type of balance in a work of art.

*Make responses that are both knowledge based and personal (objective and subjective) in response to a work of art.

*Identify and use hue, tint, shade, and intensity as characteristics of color.

*Compare and contrast abstract, representational, and nonrepresentational works of art.

*Compare and contrast in writing and/or discussion how the use of elements of art and principles of design suggest different responses from the viewer.

Fifth Grade

*Develop ideas for works of art by conducting research, making preliminary sketches of subject matter and symbols to communicate ideas in artwork by using different media, techniques, and processes.

*Identify and use drawing techniques such as hatching, crosshatching, and stippling in a work of art.

*Be able to identify, discuss and/or write about how the elements and principles of design function in a work of art.

*Identify and use contour drawing and shading techniques to create a work of art that depicts a three- dimensional object on a two-dimensional surface.

*Examine various art examples and determine media and process.

*Recognize the individual style of an artist.

*Identify components of and be able to create a simple design using one point perspective.

*Assess own art work and that of others using the vocabulary of the elements and principles of design.

*Recognize the individual style of an artist.

Art Class Behavior Expectations and Consequences

Art Classroom Rules

A- Attitude Be positive. Try your best!

R- Respect Respect everyone and everything.

T- Think Understand and demonstrate

I- Imagine Be creative and dream.

S-Spic n’ Span Clean up after yourself!

T-Target Keep on target. Follow directions.

Individual Rewards

*Students will receive individual Cashion Compliments for following class rules and going above and beyond in their behavior.

Class Rewards

*Classes will receive Cashion Class Compliments for whole group behavior.

*Some classes have goals for their class set by the teacher and classmates.

Consequences

*Offense #1- Student will be given one verbal reminder/warning.

*Offense #2- Student will be moved to alternate seat away from group.

*Offense #3- Student’s parent will be called/1^st referral write up.

*Offense #4- Student will have 2^nd referral write-up and will attend ISS.

Grading Scales for Elementary Art Classes

Kindergarten classes do not receive grades in related arts classes.

Students in 1^st Grade through 5th Grade

M-“Meets” the standards most of the time

On task most of the time

Follows directions most of the time

Works cooperatively with other students most of the time

Takes care of materials and instrumentals most of the time

Uses time wisely while working on projects most of the time

P-“Progressing” towards the standards

On task some of the time

Follows directions some of the time

Works cooperatively with other students some of the time

Takes care of materials and instrumentals some of the time

Uses time wisely while working on projects some of the time